The criteria and methods that reveal the level of formation of meta-subject competency among future geography teachers

Aim. To describe scientific developments in the field of meta-subject competencies' testing and offer a number of criteria and methods measuring the level of meta-subject competence formation among future teachers, specifically by geography ones. Methodology and methods. The main points of this investigation are constructed in the context of meta-subject and competence-based approaches integration during the training of future geography teachers. The main methods of the study were a content-analysis, generalization of theses' results, review of the scientific and methodological literature, regulatory documents in the system of higher education and a ranking method. During the investigation the students of the first and fourth years of Federal State University of Education who study at the course “Pedagogical education” were tested in order to reveal the level of formation of meta-subject competencies among future geography teachers. Results. During the investigation it has been established that meta-subject competence of future geography teachers is a complex, multi-faced personal formation which can be gained in a specially organized educational environment As a result, informational, communicative, organizational and managerial meta-subject competencies were selected. Each selected meta-subject competence has its own structure including cognitive, behavioral, motivated and value-based components. Formation of these types of meta-subject competencies provides broadening personal abilities in solving professional tasks of any level of complexity, forms a holistic view of the current knowledge and also contributes to the development of self-sufficiency in making decisions and self-esteem. Theoretical and/or practical significance. The theoretical significance of the study lies in the clarification of the essence of the concept of “meta-subject competencies of teachers”. The developed cluster of meta-subject competencies, the described criteria and methods for studying the level of formation of meta-subject competencies can be in demand at the stage of general professional and professional training of future teachers, as well as at the advanced training courses for teaching staff. Conclusion. Studying and revealing the level of formation of meta-subject competencies among future teachers according to the supposed criteria and methods will make it possible to monitor the process of professional development and correct it in time. The diagnostic results demonstrated a various degree of severity of the level of meta-subject competencies formation among the first and fourth year students, that was influenced by the process of studying in the university influence on and also self-education of students in a specially organized educational environment promoting personal and professional developing of future teachers.